I agree and disagree with many aspects of this blog. First off, these claims aren't specified for a certain age group. High school students, especially those in the higher grades, are almost programmed at this point to recognize rules and either follow them, or not and face the consequences. Certain students really need rules and feel more comfortable if they are aware of them. For this reason I believe certain classroom rules are necessary to post or go over in the beginning of the year at least once. Ensuring students follow them is up to the teacher. If he/ she allows the students to not follow the rules they posted, then they shouldn't expect the students to follow these rules in the future. By not consistently renforcing the rules a teacher wasted his/ her time by even posting them. In this way, I agree with the blog post in that it's more about reinforcing the rules during class time and by using engaging activities. The characteristics of engaging activities were also accurate in my opinion however I do not agree that worksheets themselves are disengaging. Worksheets are not the activity, they usually just include directions for the activity at hand. All in all, I believe it is the combination of the enforcement of rules, together with an engaging activity that really ensure the students have the highest academic success.
Interesting points about both rules and worksheets. Why do you think the authors were critical of worksheets? Now that you have some experience, what distinguishes an engaging worksheet from a disengaging one?- fogleman
What are some of the rules you will try when you are a teacher full time?
When I am a full time teacher some of my rules will be:
Respect yourself and one another
No eating or drinking unless directed otherwise
Raise your hand to talk, one person speaks at a time
No cell phones in my class!
Ask questions when you don't know something
How do you react to the definitions and guidelines for engaging students?
I think that to get kids to learn they must be engaged
Student engagement is very important and is essential to every class period
What strategies are you using to engage your students? To disengage your students?
To engage students: make material relevant to students, connect to real life, make lively and interesting, authentic investigations, be excited and know your material
To disengage students: use worksheets, have a low DOK, have them to fast or busy work that dosent require much thought, not identify to students why they are learning a particular topic
What are some of the rules you will try when you are a teacher full time?
How do you react to the definitions and guidelines for engaging students?
What strategies are you using to engage your students? To disengage your students?
When I have my own classroom, I think my main rules will focus on preparedness for class, mutual respect between the students and myself and among the students, and an open mind toward learning and new ideas. I agree with the posting by Lori Cullen with regards to rules and student engagement. The classroom she describes sounds a lot like the classrooms described by Haberman as belonging to the pedagogy of poverty. Research by Emdin in 2010/2011 suggests that allowing more free-form classroom interactions leads ultimately to a truly organized and well-running classroom that is noted by mutual respect among the students and between the teacher and the students. Students recognize a teacher that values their input and inquiries, and shows respect for the teacher and learning environment, self regulating as a class to keep outbursts and sidebars to a minimum because they are truly engaged and interested in the class.
Wow. Nice to see you thinking about the research you reviewed regarding student engagement and how it may apply to your classroom. Have you been able to achieve this state, i.e. sufficient "flow" to minimize off-task outbursts in a class this semester? If so, what type of activities lend themselves to this type of classroom atmosphere? - fogleman
[Invalid Include: Page not found: Rules of Enagement - LoriAnnl]
What are some of the rules you will try when you are a teacher full time?
I feel that there is one easy catch all rule and that is to respect other people and possessions. This covers raising your hand, talking while others are, being disruptful, late and being unsafe in the lab. This is so a rule that applies not only to the students but also to the teacher as well, so it lets the students know that the teacher is also responsible for their behavior. Also since it is only one rule it is easy to remember.
How do you react to the definitions and guidelines for engaging students?
I feel that they are all good ideas and can be incorporated into various lessons but i do not see how you can always have a lesson that is engaging to all students all the time. There really is just not enough time to create and implement these practises into every lesson.
Meaningful or related to the student's life or interests
Working together with peers
Incorporates games
Created by the student (and therefore more authentic)
Resulting in a piece of work the student is proud of and wants to share
Challenging -- but not so challenging it is unattainable
Considers different learning styles
Allows for student choice
Can be extended by students
What strategies are you using to engage your students? To disengage your students?
I try and engage my students by providing hands on activities, going outside, addressing silly questions, and possing some of my own. I try and relate to them on an individual level outside of class that helps form a connection and helps mitigate classroom management. Students become disengaged when I lecture more than usual or when half the class understand something while the other half doesnt and we still have to cover the material.
Insightful thoughts. I agree that these guidelines would be a little much to include in each lesson! Your other point is interesting - should students be engaged in every lesson? New teachers should think carefully about this one, since what I read into this is a need for emotional variety over the course of a week, month, etc.. Is that what you're thinking? It sounds like you are already using some of the strategies mentioned in the article, but not others. Is there room to try new approaches? (Side note: Three typos in this post are underlined in the wikispace editor. To optimize parent confidence in your teaching, remember to develop the habit of eliminating ALL typos in your writing.) - fogleman
What are some of the rules you will try when you are a teacher full time?
How do you react to the definitions and guidelines for engaging students?
What strategies are you using to engage your students? To disengage your students?
There are actually few strict rules in my classroom. Students follow school rules such as arriving before the bell, having their planner signed to go to the lav etc. Students in my class do not have assigned seats but are aware that if they are asked to stop talking more than once to someone they choose to sit with they will be moved and/or recieve dentention. These were the classroom norms when I took over my CT's class but there are many reasons I like this atmosphere. First, it shows students that you respect them and are not treating them like children. Second, it puts responsibility onto the students and makes them more aware of their choices. Third, students know the clear consequences of misbehaving. I agreed for the most part with the blog we read. Students who are more engaged in the lesson will be less likely to break rules throughout the lesson than those who are bored and not engaged. However, I think that the definitions of non-engaging tasks is a bit off because it describes tasks that are sometimes neccessary. It is nearly impossible to have 100% of students fully engaged 100% of the time and thereful rules are still a neccessary part of the classroom even though I agree that the more engaged students are the better for behavior. To engage my students I relate material to their lives. I also try to design assignments that get students moving around and doing hands on activities which I find grabs students attention. For example, we have done a birds and beaks lab, a teddy graham lab, a dichotomous key activity that we went outside for, and a phases of the Moon / tides activity that required students to act as the Moon, Sun, and Earth and position themselves correctly for each phase of the Moon.
It sounds like your classroom has similar norms as the one Sarah E looks forward to. My 11th grade classroom had similar norms, though I'm not sure if I could pull this off in a ninth grade class. Gen Sci teachers, what do you think? You make an interesting point about having rules serving as a "backstop" when Ss aren't engaged in a particular activity. I agree that teachers often need contingencies. Your strategies for engaging students sound good. Have you tried assignments that encourage Ss autonomy, choice, or creativity? If not, these may be new dimensions for your to explore. (Sidenote: There are some typos in your post that the editor flagged. Remember that parents judge a teacher's intelligence based on the number of typos in your handouts, so be sure to kill as many errors as you can. ) - fogleman
How do you react to the definitions and guidelines for engaging students?
What strategies are you using to engage your students? To disengage your students
For engaging students, I think the article mentions good examples for incooporating rules while still keeping students engaged in the class. Having students participating in tasks that allow for meaningful learning and allow them to be focused on activities, this is time that students are not being off task. With these activities that are geared toward students experiencing hands on learning and not disrupting other students and causing behavioral problems for the rest of the class, classroom rules are better followed. To allow this to occur, the preparation for these hands on activities that promote meaningful learning is very important. As the teacher, dealing with behavioral issues can be alleviated with not allowing for these disruptions to occur by developing well developed lessons. Engaging students is also important for not only keeping classrooms on task, but for also allowing students to feel they are about the take part in interesting activities. I find myself being very passionate and enthusiastic within my teaching in order for students to "buy" what I'm "selling" to them. The way I present material and how I introduce topics has helped my students be further engaged and attentive with what is being covered in my classroom.
I agree with your point about it being important for the teacher to model passion and enthusiasm. Is this sufficient? Do you believe that you can "sell" any activity? How important to you think it is that Ss feel like they have some choices and opportunities to show their creativity? (Sidenote: Correct your typo.) - fogleman
When I am a full-time teacher I will most likely not "post" rules around my classroom. I don't feel as though posting rules in a classroom is an effective way to manage and control the class. Istink that most of these rules are so incredibly obvious and students should know already that they shouldn't act in that manner. The main rules that I will enforce when I am a teacher include making sure that the students are attentive, respectful, and that they try their hardest. I want to create an environment where students don'tthreat afraid to try their hardest, take chances, and go out on a limb.
I agree with many of the guidelines for student engagement that we're presented in the blog. By relating material to students lives, challenging them in class, and allowing students to work together towards a common goal they will be much more likely to try their hardest and be engaged in class.
In order to engage my students I try my best to create lessons that include several different sections. I feel as though if students do one thing for too long they will getboarded very easily. I like to change it up, keep them on their feet, and try to keep them motivated during each segment of the class. I also try to be as enthusiastic and engaging as possible when I aminstructions them.
Good points. Am I correct in thinking that you connect Ss "trying their hardest" with the nature of the assignments they get? (Sidenote: Try to cultivate the habit of eliminating typos!) - fogleman
As a student teacher I have continued the rules of my classroom as set when I came in. Many rules are about respect, as outlined in the blog entry. No sleeping, no talking, etc. I also am extremely adamant about no eating in my classroom, as well as no drinking anything besides water. My class doubles as a lab and these rules are part of the school policy on science classrooms. I am very relaxed on cell phones, however, because the way I see it it doesn't have to be a battle. I almost incorporate the use of cellphones into my classroom. For students to borrow one of my pens or pencithey mymust trade me their cell phone. I also have them set alarms on their cell phones for homework and test reminders. Both of these new rules have worked tremendously in class.
As a classroom teacher I would love to model my CTs rules of the classroom. I admire the way she can control the classroom in a manner that makes her the authority figure but also an approachable person. She is very clear on her rules in the classroom, and the students are very aware of the consequences that follow. When the rules are broken, consequences are always implemented. There are rare exceptions. When the students return to class after the consequence is implemented, however, she does not let these "bumps in the road" effect their classroom experience. Once she is done with her consequences or lectures on bad behavior she is quick to let the student know that they can move on.
I have found that I need to stand my ground much more with 9th grade students. It is much better to seem "strict" than "dumb" in front of the students. I have found myself in a position where I was trying to let's students off easy with a warning, but ended up looking "dumb" to their peers as if the student had tricked me. I am adamant about a specific set of rules now, and the students seem to respond well. For example, lateness is not accepted unless the students are crossing buildings in which case 30 seconds is allowed. If they are late I have made it well aware that they are to get a pass. I had some resistance the first week, but now there is almost nothing. I have had much less attitudes and refusal to change behaviors now that the rules are clearly outlined.
You make some interesting points about the need for rules and enforcement. When a teacher is consistent, he or she can also nurture an air of approachability. How did your reflection on rules make you think about student engagement. What strategies have you used to engage ninth graders successfully? (Side note: Get in the habit of looking for and fixing your typos.)- fogleman
(Sorry, I try to avoid typing with the iPad for this reason! I have edited the posted and hopefully gotten all of the typos)
What are some of the rules you will try when you are a teacher full time?
Respect other student's work. - I believe in this rule because for many students especially (the younger ones) their learning is dependant on their confidence and interest in learning. If they struggle in standing up and presenting and get laughed at, they may never want to speak up again.
Raise your hand! - I have had far to many open talks go to just the high level students because they answer immidiatley. The questions I ask are supposed to get all students thinking and developing answers and that takes some students longer than others.
How do you react to the definitions and guidelines for engaging students?
What strategies are you using to engage your students? To disengage your students
To Engage I
Working together with peers
Incorporates games
Allows for student choice
To Disengage
Easy and quick to complete (requires low levels of thinking)
Results in right or wrong answers
Interesting that you see the need to foster students' respecting their peers. What did you think of the engagement strategies discussed in the blog entry? What are some examples of some ways that you have encouraged students to make choices? (Sidenote: Please get in the habit of correcting your typos.) - fogleman
What are some of the rules you will try when you are a teacher full time?
How do you react to the definitions and guidelines for engaging students?
What strategies are you using to engage your students? To disengage your students?
When I am a full-time teacher, I would like to employ as little rules as possible due to the dynamic mix of students and their varying personalities and needs.
Students should arrive to class on time and be prepared with the tools needed for class. I feel that it is important to explain the purpose of each rule to the students as they are made. There are many expectations that I have for my students such at respect for others, but these will not be considered rules.
School rules that have been established by the school itself, should of course be followed. However, I feel that you really need to know your class before you establish any set classroom rules, and rules should be customized for each class.
I feel that school rules should be strictly enforced only when concerning student safety. An example of this would be during labs where harmful tools or materials may be used.
Example of class rules:
Arrive to class on-time
When teachers or other students are speaking to the class, give them your attention and be respectful
Arrive to class prepared with the proper materials (book, notebook, pen/pencil)
Never leave the classroom without notifying the teacher
Follow all safety regulations when working in the lab
Concerning the piece on student engagement, I agree that students will more like complete the tasks at hand unhindered if they are engaged. Students should feel autonomy in the classroom and should feel responsible for their learning. Teachers should scaffold students and foster qualities such as intrinsic motivation, maturity, and responsibility.
To engage students I:
Open a lesson with something that the students can relate to or are interested in
Ask open-ended questions that require exploration and problem solving to arrive at the answer
Turn the lesson into a game of time (provide a timer and tell students that they must work to beat the clock)
Introduce a lesson that allows the students to determine how it is instructed (inquiry)
To disengage students:
Sound a buzzer or musical alarm of some sort
Stop speaking and wait for students to take notice
Write a message like "quiet please" on the board and wait for students to take notice
Nice rationale for getting to know students before establishing specific rules. I also admire your point about the need for teachers to scaffold qualities such as intrinsic motivation and responsible behavior. How do your strategies for engagement work toward this? - fogleman
What are some of the rules you will try when you are a teacher full time?
I like the idea of posting intrinsic motivation rules. I think rules that remind the students to keep at it and to strusink oKay. I also think basic ground rules are a good thing to go over at the start of the year and periodically through out the semesters.
How do you react to the definitions and guidelines for engaging students?
I like the definitions and popped lines for engaging students. Unfortunately, I don't think it is possible to always have the most engaging lessons with standardized testing monopolizing the direction of the lessons
What strategies are you using to engage your students? To disengage your students?
Im using lots ofvideo clips and relatable material. To disengage, I lecture at the students. I try to make the lectures as engaging as possible, but I think sometimes I fall short. Hopefully, overtime I hope to improve in this area
You make some interesting point about the possibility of using rules to foster intrinsic motivation. How would you do this? What other common teaching practices would you change to align your teaching with the (generally unusual) goal of fostering intrinsic motivation? What characteristics of standardized testing to you see as being inconsistent with engaging your students? If you are "covering" and students aren't engaged in learning activities (e.g. they are just taking notes), then how is this preparing Ss for the tests? What types of activities do you use to engage your students using videos? What does this engagement look like. (Sidenote: Please develop the habit of correcting your typos.) - fogleman
Interesting points about both rules and worksheets. Why do you think the authors were critical of worksheets? Now that you have some experience, what distinguishes an engaging worksheet from a disengaging one? -
When I have my own classroom, I think my main rules will focus on preparedness for class, mutual respect between the students and myself and among the students, and an open mind toward learning and new ideas. I agree with the posting by Lori Cullen with regards to rules and student engagement. The classroom she describes sounds a lot like the classrooms described by Haberman as belonging to the pedagogy of poverty. Research by Emdin in 2010/2011 suggests that allowing more free-form classroom interactions leads ultimately to a truly organized and well-running classroom that is noted by mutual respect among the students and between the teacher and the students. Students recognize a teacher that values their input and inquiries, and shows respect for the teacher and learning environment, self regulating as a class to keep outbursts and sidebars to a minimum because they are truly engaged and interested in the class.
Wow. Nice to see you thinking about the research you reviewed regarding student engagement and how it may apply to your classroom. Have you been able to achieve this state, i.e. sufficient "flow" to minimize off-task outbursts in a class this semester? If so, what type of activities lend themselves to this type of classroom atmosphere? -
I feel that there is one easy catch all rule and that is to respect other people and possessions. This covers raising your hand, talking while others are, being disruptful, late and being unsafe in the lab. This is so a rule that applies not only to the students but also to the teacher as well, so it lets the students know that the teacher is also responsible for their behavior. Also since it is only one rule it is easy to remember.
I feel that they are all good ideas and can be incorporated into various lessons but i do not see how you can always have a lesson that is engaging to all students all the time. There really is just not enough time to create and implement these practises into every lesson.
I try and engage my students by providing hands on activities, going outside, addressing silly questions, and possing some of my own. I try and relate to them on an individual level outside of class that helps form a connection and helps mitigate classroom management. Students become disengaged when I lecture more than usual or when half the class understand something while the other half doesnt and we still have to cover the material.
Insightful thoughts. I agree that these guidelines would be a little much to include in each lesson! Your other point is interesting - should students be engaged in every lesson? New teachers should think carefully about this one, since what I read into this is a need for emotional variety over the course of a week, month, etc.. Is that what you're thinking? It sounds like you are already using some of the strategies mentioned in the article, but not others. Is there room to try new approaches? (Side note: Three typos in this post are underlined in the wikispace editor. To optimize parent confidence in your teaching, remember to develop the habit of eliminating ALL typos in your writing.) -
There are actually few strict rules in my classroom. Students follow school rules such as arriving before the bell, having their planner signed to go to the lav etc. Students in my class do not have assigned seats but are aware that if they are asked to stop talking more than once to someone they choose to sit with they will be moved and/or recieve dentention. These were the classroom norms when I took over my CT's class but there are many reasons I like this atmosphere. First, it shows students that you respect them and are not treating them like children. Second, it puts responsibility onto the students and makes them more aware of their choices. Third, students know the clear consequences of misbehaving. I agreed for the most part with the blog we read. Students who are more engaged in the lesson will be less likely to break rules throughout the lesson than those who are bored and not engaged. However, I think that the definitions of non-engaging tasks is a bit off because it describes tasks that are sometimes neccessary. It is nearly impossible to have 100% of students fully engaged 100% of the time and thereful rules are still a neccessary part of the classroom even though I agree that the more engaged students are the better for behavior. To engage my students I relate material to their lives. I also try to design assignments that get students moving around and doing hands on activities which I find grabs students attention. For example, we have done a birds and beaks lab, a teddy graham lab, a dichotomous key activity that we went outside for, and a phases of the Moon / tides activity that required students to act as the Moon, Sun, and Earth and position themselves correctly for each phase of the Moon.
It sounds like your classroom has similar norms as the one Sarah E looks forward to. My 11th grade classroom had similar norms, though I'm not sure if I could pull this off in a ninth grade class. Gen Sci teachers, what do you think? You make an interesting point about having rules serving as a "backstop" when Ss aren't engaged in a particular activity. I agree that teachers often need contingencies. Your strategies for engaging students sound good. Have you tried assignments that encourage Ss autonomy, choice, or creativity? If not, these may be new dimensions for your to explore. (Sidenote: There are some typos in your post that the editor flagged. Remember that parents judge a teacher's intelligence based on the number of typos in your handouts, so be sure to kill as many errors as you can. ) -
What strategies are you using to engage your students? To disengage your students
For engaging students, I think the article mentions good examples for incooporating rules while still keeping students engaged in the class. Having students participating in tasks that allow for meaningful learning and allow them to be focused on activities, this is time that students are not being off task. With these activities that are geared toward students experiencing hands on learning and not disrupting other students and causing behavioral problems for the rest of the class, classroom rules are better followed. To allow this to occur, the preparation for these hands on activities that promote meaningful learning is very important. As the teacher, dealing with behavioral issues can be alleviated with not allowing for these disruptions to occur by developing well developed lessons. Engaging students is also important for not only keeping classrooms on task, but for also allowing students to feel they are about the take part in interesting activities. I find myself being very passionate and enthusiastic within my teaching in order for students to "buy" what I'm "selling" to them. The way I present material and how I introduce topics has helped my students be further engaged and attentive with what is being covered in my classroom.
I agree with your point about it being important for the teacher to model passion and enthusiasm. Is this sufficient? Do you believe that you can "sell" any activity? How important to you think it is that Ss feel like they have some choices and opportunities to show their creativity? (Sidenote: Correct your typo.) -
- When I am a full-time teacher I will most likely not "post" rules around my classroom. I don't feel as though posting rules in a classroom is an effective way to manage and control the class. Istink that most of these rules are so incredibly obvious and students should know already that they shouldn't act in that manner. The main rules that I will enforce when I am a teacher include making sure that the students are attentive, respectful, and that they try their hardest. I want to create an environment where students don'tthreat afraid to try their hardest, take chances, and go out on a limb.
- I agree with many of the guidelines for student engagement that we're presented in the blog. By relating material to students lives, challenging them in class, and allowing students to work together towards a common goal they will be much more likely to try their hardest and be engaged in class.
- In order to engage my students I try my best to create lessons that include several different sections. I feel as though if students do one thing for too long they will getboarded very easily. I like to change it up, keep them on their feet, and try to keep them motivated during each segment of the class. I also try to be as enthusiastic and engaging as possible when I aminstructions them.
Good points. Am I correct in thinking that you connect Ss "trying their hardest" with the nature of the assignments they get? (Sidenote: Try to cultivate the habit of eliminating typos!) -As a classroom teacher I would love to model my CTs rules of the classroom. I admire the way she can control the classroom in a manner that makes her the authority figure but also an approachable person. She is very clear on her rules in the classroom, and the students are very aware of the consequences that follow. When the rules are broken, consequences are always implemented. There are rare exceptions. When the students return to class after the consequence is implemented, however, she does not let these "bumps in the road" effect their classroom experience. Once she is done with her consequences or lectures on bad behavior she is quick to let the student know that they can move on.
I have found that I need to stand my ground much more with 9th grade students. It is much better to seem "strict" than "dumb" in front of the students. I have found myself in a position where I was trying to let's students off easy with a warning, but ended up looking "dumb" to their peers as if the student had tricked me. I am adamant about a specific set of rules now, and the students seem to respond well. For example, lateness is not accepted unless the students are crossing buildings in which case 30 seconds is allowed. If they are late I have made it well aware that they are to get a pass. I had some resistance the first week, but now there is almost nothing. I have had much less attitudes and refusal to change behaviors now that the rules are clearly outlined.
You make some interesting points about the need for rules and enforcement. When a teacher is consistent, he or she can also nurture an air of approachability. How did your reflection on rules make you think about student engagement. What strategies have you used to engage ninth graders successfully? (Side note: Get in the habit of looking for and fixing your typos.)-
(Sorry, I try to avoid typing with the iPad for this reason! I have edited the posted and hopefully gotten all of the typos)
Results in right or wrong answers
Interesting that you see the need to foster students' respecting their peers. What did you think of the engagement strategies discussed in the blog entry? What are some examples of some ways that you have encouraged students to make choices? (Sidenote: Please get in the habit of correcting your typos.) -
When I am a full-time teacher, I would like to employ as little rules as possible due to the dynamic mix of students and their varying personalities and needs.
Students should arrive to class on time and be prepared with the tools needed for class. I feel that it is important to explain the purpose of each rule to the students as they are made. There are many expectations that I have for my students such at respect for others, but these will not be considered rules.
School rules that have been established by the school itself, should of course be followed. However, I feel that you really need to know your class before you establish any set classroom rules, and rules should be customized for each class.
I feel that school rules should be strictly enforced only when concerning student safety. An example of this would be during labs where harmful tools or materials may be used.
Example of class rules:
- Arrive to class on-time
- When teachers or other students are speaking to the class, give them your attention and be respectful
- Arrive to class prepared with the proper materials (book, notebook, pen/pencil)
- Never leave the classroom without notifying the teacher
- Follow all safety regulations when working in the lab
Concerning the piece on student engagement, I agree that students will more like complete the tasks at hand unhindered if they are engaged. Students should feel autonomy in the classroom and should feel responsible for their learning. Teachers should scaffold students and foster qualities such as intrinsic motivation, maturity, and responsibility.To engage students I:
- Open a lesson with something that the students can relate to or are interested in
- Ask open-ended questions that require exploration and problem solving to arrive at the answer
- Turn the lesson into a game of time (provide a timer and tell students that they must work to beat the clock)
- Introduce a lesson that allows the students to determine how it is instructed (inquiry)
To disengage students:Nice rationale for getting to know students before establishing specific rules. I also admire your point about the need for teachers to scaffold qualities such as intrinsic motivation and responsible behavior. How do your strategies for engagement work toward this? -
- What are some of the rules you will try when you are a teacher full time?
I like the idea of posting intrinsic motivation rules. I think rules that remind the students to keep at it and to strusink oKay. I also think basic ground rules are a good thing to go over at the start of the year and periodically through out the semesters.- How do you react to the definitions and guidelines for engaging students?
I like the definitions and popped lines for engaging students. Unfortunately, I don't think it is possible to always have the most engaging lessons with standardized testing monopolizing the direction of the lessonsIm using lots ofvideo clips and relatable material. To disengage, I lecture at the students. I try to make the lectures as engaging as possible, but I think sometimes I fall short. Hopefully, overtime I hope to improve in this area
You make some interesting point about the possibility of using rules to foster intrinsic motivation. How would you do this? What other common teaching practices would you change to align your teaching with the (generally unusual) goal of fostering intrinsic motivation? What characteristics of standardized testing to you see as being inconsistent with engaging your students? If you are "covering" and students aren't engaged in learning activities (e.g. they are just taking notes), then how is this preparing Ss for the tests? What types of activities do you use to engage your students using videos? What does this engagement look like. (Sidenote: Please develop the habit of correcting your typos.) -